This study examined the impact of providing general education teachers with increasing levels of information about autism. Specifically, the amount of information given to teachers was examined as it impacted: 1. teacher self-efficacy, 2. teacher knowledge about autism, and 3. whether knowledge mediates self-efficacy. An online survey format was utilized to randomly assign 129 teachers to one of four information conditions. Namely, these conditions were 1) a control condition in which neutral information regarding sleep, retention, and zero tolerance policies was provided to the teachers (Control), 2) a diagnosis only condition in which only educational and medical diagnostic information was provided to the teachers along with information regarding sleep and retention (Diagnosis only), 3) a diagnosis plus functioning condition in which teachers were provided with diagnostic information plus information regarding how children with autism function in daily lives along with neutral information regarding sleep (Diagnosis + Functioning), and 4) a diagnosis plus functioning plus strategies condition in which teachers were provided with the diagnostic and functioning information in addition to information concerning efficacious educational strategies for students with autism (Diagnosis + Functioning + Strategies). A pre-test/post-test design was implemented to determine the effects of the information provided to the teachers. Increased levels of information resulted in a significant increase in autism knowledge overall. Regarding teacher self-efficacy for teaching students with autism, self-efficacy was observed to increase from pre-test to post-test; however, these increases were not significant. Additionally, a mediation model could not be established due to a lack of correlation between the independent variable of information condition and the dependent variable of self-efficacy. Results indicated that when given specific, demonstrative information about autism, teachers' knowledge subsequently increases; however, this given information does not result in an increase in self-efficacy for teaching students with autism, indicating that information alone is not enough to increase teachers' self-efficacy, and additional practice may be needed to truly enhance teachers' confidence for teaching this population.

This study aimed to analyze the progression of autism information over time and investigate the relationships among various factors such as autism knowledge, awareness, stigma, misinformation, cultural beliefs, and social norms. Utilizing the knowledge-attitude-behavior (KAB) model, a conceptual framework was devised to examine the connections between these variables. Employing a mixed-method approach comprising of systematic literature review and survey, the study initially examined articles spanning twenty-two years to track the progression of autism knowledge, awareness, and stigma. Subsequently, a survey was conducted to assess the current understanding of autism among individuals on the spectrum and their families as well as to evaluate the impact of different autism variables. The systematic literature review indicated an overall increase in autism knowledge and awareness, although it revealed disparities in certain ethnicities and areas such as genetic testing. Despite advancements, stigma was found to persist. Survey findings validated these observations, emphasizing the necessity for heightened autism awareness and the continued presence of stigma. Furthermore, the survey demonstrated that knowledge influences awareness, whereas cultural beliefs and social norms directly affect autism misinformation. Importantly, the study highlighted how cultural beliefs and misinformation can hinder accurate understanding and knowledge of autism, potentially exacerbating stigma. By employing evidence-based approaches, this study offers comprehensive insights into autism, enriching the broader literature on the subject.